Assessing Technology Integration in Mathematics Education

This study examines the digital tools integrated into mathematics education by secondary mathematics teachers in Butuan City and analyzes their influence on student learning outcomes as well as on teachers’ motivation, confidence, and technical skills. It also evaluates the extent of technology integration in classroom management, grading, lesson planning, and access to information and investigates the relationships among the number of technologies used, the extent of technology’s influence, and the overall level of integration. Using a quantitative approach, data were collected through surveys and analyzed using statistical methods, including frequency and percentage distribution, weighted mean, and Spearman Rho correlation. Findings indicate a high reliance on general digital tools, with limited adoption of specialized mathematical technologies. While the number of technologies used positively influences student engagement, learning outcomes, and teachers’ integration of technology in mathematics instruction, weak correlations suggest that integration remains inconsistent and largely tool-based rather than pedagogically transformative. The study also highlights a strong correlation between the perceived influence of technology integration and the level of its implementation in mathematics instruction, suggesting that when educators recognize the positive impact of technology on educational outcomes, they are more likely to integrate it at higher levels in their teaching practices.